Tiering a lesson is one way to differentiate the curriculum for mixed ability classrooms. Students will continue to learn the same objectives and content, but they will process the information and gain understanding at their ability/challenge level.
Six Ways to Structure*:
By Challenge Level – Bloom’s Taxonomy
From knowledge, comprehension, application, to analysis, evaluation, and synthesis (from placing information learned on a chart…to...comparing and contrasting…to using the information learned to create something new)
By Complexity
From simple to complex (reporting information on an issue/topic … to… reporting different points of view on an issue/topic…to… determining a position on an issue and presenting a convincing argument to defend that position)
By Resources
Choose materials at various reading levels and complexity of content
By Outcome
From basic tasks to advanced tasks (presenting what was learned on a topic studied…to…presentation comparing same topic to today’s similar issues and looking at impact, concerns, changes, etc.)
By Process
From basic tasks to advanced tasks (Research consumer information about a product and report findings … to … establish criteria for purchasing a product based on information learned about the product…to…interview 3 people who have purchased the product and identify the criteria they used in making a decision when purchasing this product and drawing conclusions)
By Product
Ex. Verbal/linguistic; visual/spatial; logical/mathematical; bodily kinesthetic; musical (student products reflect their learning preferences and interests)
*From: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12, Diane Heacox, EdD, Free Spirit Publishing.
Tiering a lesson is one way to differentiate the curriculum for mixed ability classrooms. Students will continue to learn the same objectives and content, but they will process the information and gain understanding at their ability/challenge level.
Six Ways to Structure*:
- By Challenge Level – Bloom’s Taxonomy
From knowledge, comprehension, application, to analysis, evaluation, and synthesis (from placing information learned on a chart…to...comparing and contrasting…to using the information learned to create something new)- By Complexity
From simple to complex (reporting information on an issue/topic … to… reporting different points of view on an issue/topic…to… determining a position on an issue and presenting a convincing argument to defend that position)- By Resources
Choose materials at various reading levels and complexity of content- By Outcome
From basic tasks to advanced tasks (presenting what was learned on a topic studied…to…presentation comparing same topic to today’s similar issues and looking at impact, concerns, changes, etc.)- By Process
From basic tasks to advanced tasks (Research consumer information about a product and report findings … to … establish criteria for purchasing a product based on information learned about the product…to…interview 3 people who have purchased the product and identify the criteria they used in making a decision when purchasing this product and drawing conclusions)- By Product
Ex. Verbal/linguistic; visual/spatial; logical/mathematical; bodily kinesthetic; musical (student products reflect their learning preferences and interests)*From: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12, Diane Heacox, EdD, Free Spirit Publishing.
How to make tiered assignments:
Example of tiered assignments:
Website for tiered assignments
http://daretodifferentiate.wikispaces.com/Tiering
http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
http://www.lessonplanet.com/search?keywords=tiered+assignments&media=lesson
http://www.centralischool.ca/~bestpractice/tiered/index.html